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Building on recent theoretical insights from the institutional logics perspective, we examine organizational dynamics in the loosely coupled field of corporate diversity management to develop a theory of the process of logic instantiation. We consider a case in which firms subscribed to the same institutional logic, the business performance logic for diversity management, but varied in adoption of diversity mentoring practices. Employing an inductive and iterative approach to analyze over 50 interviews with diversity managers at large U.S. corporations, we explain how four organizational factors mediated the process of logic instantiation in these firms: (1) the diversity manager’s interpretation and framing of the business performance logic, (2) the formal diversity goals of the firm, (3) the relative organizational power of the diversity manager, and (4) the accepted definition of “diversity.” We discuss implications for theories of social action and diversity management.

Building on recent theoretical insights from the institutional logics perspective, we examine organizational dynamics in the loosely coupled field of corporate diversity management to develop a theory of the process of logic instantiation. We consider a case in which firms subscribed to the same institutional logic, the business performance logic for diversity management, but varied in adoption of diversity mentoring practices. Employing an inductive and iterative approach to analyze over 50 interviews with diversity managers at large U.S. corporations, we explain how four organizational factors mediated the process of logic instantiation in these firms: (1) the diversity manager’s interpretation and framing of the business performance logic, (2) the formal diversity goals of the firm, (3) the relative organizational power of the diversity manager, and (4) the accepted definition of “diversity.” We discuss implications for theories of social action and diversity management.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

The purpose of this paper is to present a review of diversity management research published in hospitality and tourism-specific and business discipline-based journals. The study objectives include attempting to assess the progress of diversity management research in hospitality and tourism, identifying gaps between the general business diversity management literature and the hospitality and tourism literature and providing hospitality and tourism scholars with suggestions to advance knowledge in diversity management.

The study is a critical review of the existing diversity management literature in the general business and hospitality and tourism disciplines in an attempt to identify gaps and make suggestions for expanding this knowledge in the hospitality and tourism fields.

There are significant gaps between the diversity management scholarship conducted in hospitality and tourism disciplines and the general business field. Diversity management research in general business is far more in-depth and uses sociological and social psychological theoretical frameworks.

There are lessons to be learned from the general business literature that uses strong theoretical foundations deeply grounded in sociological, psychological, social-psychological and management theories. The general management literature also explores the conditions under which diversity management adds value or creates challenges for organizations.

The hospitality and tourism industry has employed large numbers of ethnic minorities, women and members of the lesbian, gay, bisexual and transgender community for decades. As such, it is critical that scholars explore the implications of such a diverse workforce not only on organizational outcomes, but also on individual and group performance. The general business diversity management research suggests that workgroup composition can influence individual and group performance, as well as the quality of co-worker relationships. Given the team-oriented, interdependent nature of work in the hospitality and tourism industry, it is imperative that researchers conduct studies that help practitioners understand the most effective perspectives and approaches to diversity management.

The critical literature review demonstrated that there is extremely scarce research on diversity management focusing on employees with disabilities. It is imperative to shed more light on best diversity management practices, workplace etiquette of this under-represented group of employees and their interaction with their co-workers.

This study’s results provide insight into areas of exploration that can significantly enhance the scholarship on diversity management in the hospitality and tourism literature.

To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

The lack of career movement of members of ethnic minority groups in work organizations has been widely documented. The purpose of this paper is to gain insight into conditions for the realization of diversity goals in the case of talent development.

In a case study of management development in the Dutch national tax administration, the practice of fostering vertical mobility of ethnic minority personnel through diversity management has been analysed. The authors make use of theories regarding effective diversity management and career advancement of ethnic minority employees. Data were collected through semi‐structured interviews with 12 participants in the management development course, and a further 25 functionaries involved in the project.

With regard to diversity management as a means of fostering talent development of ethnic minorities, the authors come to the conclusion that key success factors mentioned in the literature such as top level commitment and strategic integration, are insufficient and overrated conditions. More important are “non‐issues” in the formulation of diversity strategies, organizational alignment of relevant organizational players, strategic coherence and organizational culture.

The case study design used in this research facilitates case‐sensitive analysis, but is limited in estimations of validity and explanatory strength of factors mentioned in the literature, as it is in generalizing across organizations.

Interventions aimed at fostering ethnic diversity in talent development should start with precise analysis of cultural and organizational conditions and processes underpinning standard practices of talent and career development, and not only seek strategic integration and top management commitment but arrange for broad‐based organizational alignment.

While there are many theoretical and normative models tracing diversity outcomes to organizational conditions and diversity management strategies, there is a dearth of empirical studies in this field. The case study explores the merits of these models and adds new insights on an empirical basis.

The purpose of this paper is to propose reflexivity as a means to managing diversity practice in organizations. Reflexivity enables taken for granted assumptions about identities, roles, perspectives, language, meanings and understandings between managers and employees to be explored and redefined in ways that matter to the people in the workplace. It provides insights and examples from a practitioner perspective while engaged in designing and implementing a managing diversity initiative. In addition, it positions the development of relationships between managers and employees as a key ingredient in managing diversity.

This paper is based on a post hoc qualitative reflexive study of a managing diversity project undertaken by the author as a diversity practitioner.

The study suggested that reflexivity can allow both managers and employees to critically examine the conventional ways in which diversity and differences are understood, as this awareness can enable more relational approaches to diversity to be developed.

Because of the chosen qualitative research approach, the specific findings cannot be generalized; rather, an example of the potential of reflexivity as practice in organizations is proffered and insights are offered to enable further academic enquiry and practical considerations.

Reflexivity stimulates both independent and shared action-learning sense-making processes which support equal participation. This challenges and expands the diversity agendas prevalent in the applied field of managing diversity. For example, by positioning organizational diversity as an inter-subjective and contextual process, meaningful dialogue between employees and managers becomes possible. Moreover, as reflexivity allows for a range of narrative accounts to emerge from such embedded activities, this approach can serve as a model for similar dialogical processes to occur within the wider organization. In addition, this paper provides insight into how reflexivity as practice for both practitioners and researchers can offer a means for more collaborative relationships to develop at the practitioner/researcher nexus.

The paper endeavors to make a contribution to both the academic and the practitioner managing diversity fields by demonstrating that reflexive practice can add significant value to managing diversity processes in organizations and research.

Scholarship on workplace diversity, equity, and inclusion (DEI) is voluminous. Nevertheless, there is relatively little work that examines DEI from an organization development and change (ODC) or systems perspective. As a result, there is no unified framework ODC practitioners can use for DEI diagnosis and intervention. The purpose of this chapter is to review the ODC literature with respect to DEI and propose a diagnostic Context-Levels-Culture (CLC) framework for understanding and addressing diversity-related challenges in organizations. We also present a case example of how this framework can be used in DEI consulting, including implications for future research and practice.